Multidimensional motivation for exercise: A latent profile and transition analysis

ObjectivesTo: a) identify motivational profiles for exercise, using Self-Determination Theory as a theoretical framework, among a sample of parents of UK primary school children; b) explore the movement between motivational profiles over a five year period; and c) examine differences across these profiles in terms of gender, physical activity and BMI.DesignData were from the B-Proact1v cohort.Methods2555 parents of British primary school children participated across three phases when the child was aged 5–6, 8–9, and 10–11. Parents completed a multidimensional measure of motivation for exercise and wore an ActiGraph GT3X + accelerometer for five days in each phase. Latent profile and transition analyses were conducted using a three-step approach in MPlus.ResultsSix profiles were identified, comprising different combinations of motivation types. Between each timepoint, moving between profiles was more likely than remaining in the same one. People with a more autonomous profile at a previous timepoint were unlikely to move to more controlled or amotivated profiles. At all three timepoints, more autonomous profiles were associated with higher levels of MVPA and lower BMI.ConclusionsThe results show that people’s motivation for exercise can be described in coherent and consistent profiles which are made up of multiple and simultaneous types of motivation. More autonomous motivation profiles were more enduring over time, indicating that promoting more autonomous motivational profiles may be central to facilitating longer-term physical activity engagement.     

Motivation and physical activity levels in bariatric patients involved in a self-determination theory-based physical activity program

ObjectiveThis study examines the associations between pre-to post-intervention changes in motivation and physical activity (PA) levels of bariatric patients involved in a 6-month postoperative PA program based on self-determination theory (SDT). We also explore the extent to which patients’ perception of autonomy support and basic psychological need satisfaction during the program were associated with changes in their motivation to exercise.MethodForty patients were assigned to a motivational PA intervention (MPAI-G) or to a control group (CG). Both groups completed questionnaires assessing the variables of interest and wore GT3X accelerometers before surgery and after the program.ResultsThirty-two participants (78.1% female) completed all measures and were included in the present analyses. CG showed greater increases in integrated (d = −1.60, 95% CI [−2.40, −0.81]) and identified regulation (d = −0.75, 95% CI [−1.47, −0.03]) than MPAI-G. However, the MPAI-G experienced increases in introjected regulation (d = 1.95, 95% CI [1.11, 2.79]) and greater decreases in external regulation (d = −1.00, 95% CI [−1.74, −0.27]) than CG, which were associated with decreases in sedentary activity and increases in light and total PA. Oppositely to the CG, amotivation decreased in the MPAI-G (d = −2.98, 95% CI [−3.98, −1.97]) and it was related to increases in light and total PA. Changes in exercise motivation were associated with perceived autonomy support and basic psychological need satisfaction during the program.ConclusionThe SDT-based PA program gave rise to greater changes in controlled forms of motivation and amotivation than in autonomous motivation in post-bariatric surgery patients.     

Randomized Face-to-face vs. Home exercise interventions in pregnant women with gestational diabetes

ObjectivesEvaluate effects of a theoretically-based, semi-intensive (Face-to-Face; F2F) exercise intervention and minimum-contact (Home) exercise intervention to the standard care (Control) on exercise, its motivational determinants, blood glucose levels, and insulin use of pregnant women with gestational diabetes mellitus (GDM).DesignRandomized control trial with two intervention arms and control (standard care).MethodParticipants (N = 65) were randomized to a Control (standard prenatal care/GDM dietary counseling), Home (standard care + phone education/support + home exercise), or F2F (standard care + on-site education/support + guided exercise with instructor on 2 days/week) group from ∼20 weeks gestation to delivery. Assessments of exercise and motivational determinants were obtained at baseline (20-weeks gestation) and follow-up (32-weeks gestation). Blood glucose levels (fasting/postprandial mg/dL) and insulin use were extrapolated from medical records.ResultsAt the 32-week follow-up, the F2F group had significantly higher exercise min, pedometer steps/day, and motivational determinants (attitude, subjective norm, perceived control, intention) than controls (p's < 0.05) and significantly higher exercise min and subjective norm than the Home group (p's < 0.05); these effect sizes were medium-large (η² = 0.11-0.23). There was a medium effect (η² = 0.13) on postprandial blood glucose at 36-weeks gestation with the F2F group having lower values than controls. Although not significant, the F2F group started insulin later (33 weeks gestation) than the Home (27 weeks) and Control (31 weeks) groups.ConclusionA theoretically-based, F2F exercise intervention has multiple health benefits and may be the necessary approach for promoting exercise motivation and behavior among GDM women.     

Decomposing intrinsic and extrinsic motivation for exercise: Application to stages of motivational readiness

ObjectivesTwo studies were conducted to evaluate the reliability and predictive validity of measures of intrinsic and extrinsic motivation for exercise, and to examine differences in motivation as a function of stage of motivational readiness for exercise.DesignA cross-sectional design was employed in study one, and a longitudinal design was used in study two.MethodsIn study one, 184 healthy college students completed instruments to measure motivation and exercise stage. Intrinsic and extrinsic motivations were factor analyzed into subscales and validated in study two on a second sample of college students (n=220) by analyzing shifts in endorsement of motivation subscales from the beginning to end of the academic term.ResultsIn both samples, intrinsic motivation for exercise was most highly endorsed in maintenance and lowest in contemplation stage. All extrinsic motivation subscales except tangible rewards were also most highly endorsed in maintenance compared to other stages. In study two, students in activity classes (n=72) endorsed both intrinsic and extrinsic motivation more than those in lecture classes (n=70). Relative to patterns of physical activity, intrinsic motivation was greater than extrinsic motivation for the continually active group, and decreased for the continually inactive group. Exercise maintenance was fostered by greater intrinsic relative to extrinsic motivation.ConclusionIntrinsic and extrinsic motivation can be decomposed into meaningful subfactors that are differentially related to exercise adoption and maintenance.     

Regulate to facilitate: A scoping review of prefrontal asymmetry in sport and exercise

BackgroundPrefrontal asymmetry (PFA) describes the relative activity of the right PFC compared to the left PFC. It has been shown that PFA is associated with affective and motivational variables in several contexts, including sport and exercise. Considering the significant roles of affect and motivation in different performance settings, PFA might also be an important indicator of athletic performance. However, the relevance of PFA in the sport and exercise setting has not yet been addressed in its entirety. Instead, previous systematic reviews have solely focused on affective variables. Mapping out the complex interactions between PFA and affective, motivational as well as performance variables could help to understand what determines successful athletic performance as well as the positive psychological effects associated with exercise.ApproachScientific databases were searched for quantitative studies in English language published in international peer-reviewed journals. All 27 selected studies assessed physical activity and measured PFA in the brain locations F4-F3 and/or F8-F7 using electroencephalography.FindingsThe majority of the studies used a non-athlete sample (78%) and exercise types were diverse. While all studies focused on affective or motivational processes, 19% also reported associations with performance. Even though findings are inconsistent, they support the assumption that PFA plays a role in self-regulation.ConclusionThere is evidence for an involvement of PFA in affective, motivational and performance processes in the sport and exercise setting that can be interpreted as regulatory mechanisms. Future research on the underlying mechanisms is warranted, in particular, associations with motivational processes and performance need to be investigated more explicitly.     

Achievement goal orientations and motivational outcomes in youth sport: The role of social orientations

ObjectivesSocial goal orientations, which reflect ways of conceptualizing competence in terms of social relationships with others, have been researched minimally in the physical domain. While the relationship between task and ego orientations and motivational outcomes has been well-studied, the link of friendship, group acceptance, and coach praise orientations with enjoyment, perceived physical competence, and intrinsic motivation warrants further study.MethodMale and female middle-school students (N = 303) completed questionnaires assessing task, ego, coach praise, friendship, and group acceptance orientations; enjoyment; perceived physical competence; and motivation. Two approaches to data analysis (variable-centered, person-centered) examined whether social orientations were significantly related to motivational outcomes among adolescents.ResultsVariable-centered analysis (i.e., canonical correlation) showed that social orientations were related to enjoyment, perceived physical competence, and intrinsic motivation. Person-centered analyses (i.e., cluster analysis, MANOVA) classified participants with similar patterns of goal orientations and then compared the emergent groups on motivational outcomes. Participants who defined success using either higher task, ego, and social goal orientations or higher friendship and lower ego orientations reported the most adaptive responses (higher perceived competence, enjoyment, and intrinsic motivation).ConclusionsSocial orientations in sport are important to consider alongside task and ego orientations in research stemming from achievement goal theory. Defining success or competence in terms of social relationships can have positive motivational benefits in sport.     

Achievement motive,autonomous motivation,and attendance at fitness center: A longitudinal prospective study

ObjectivesThe aim of this study was to test whether achievement motive, autonomous forms of exercise motivation (intrinsic motivation, identified regulation), and controlled forms of exercise motivation (introjected regulation, external regulation) would predict gym attendance over 30 consecutive weeks in a sample of new gym members.DesignA longitudinal prospective study with four distinct measurement occasions was employed. Psychological variables and gym attendance were assessed in the first, fourth, 15th, and 30th week after starting the membership.MethodParticipants were 229 new gym members. The implicit achievement motive was measured using the Picture Story Exercise. The explicit achievement motive and exercise motivations were measured with questionnaires. Gym attendance was obtained via self-reports and also recorded electronically. Multilevel growth modeling was used as the main analysis method.ResultsParticipants overestimated their self-reported gym attendance; the overall gap between self-reported and actual attendance was 39%. The achievement motive did not predict participants’ gym attendance over the 30-week period, neither for self-reported nor for actual. The effect of autonomous motivation was mixed. Intrinsic motivation predicted self-reported, but not actual, gym attendance over the 30-week period, whereas the evolution of intrinsic motivation was unrelated to gym attendance. Identified regulation was unrelated to gym attendance, but the increase in identified motivation over time positively predicted both self-reported and actual gym attendance. Controlled motivation was unrelated to gym attendance.ConclusionsContinuous and regular participation in an exercise program is more likely when individuals enjoy the program and consider it personally important.     

Perceived self-regulation of exercise goals and interfering goals among regular and irregular exercisers: a life space analysis

ObjectivesTo investigate whether adults self-classified as regular and irregular exercisers tend to differentially perceive the self-regulation of their exercise goals (a between groups comparison) and whether the groups’ differ in their self-regulatory perceptions of an exercise goal versus a goal that strongly interferes with exercise (a within groups comparison).DesignsCross-Sectional Survey.MethodsCollege students (N=399, 66% female), who were either regular or irregular exercisers, completed the Goal Systems Assessment Battery [GSAB; Karoly, P., & Ruehlman, L. S. (1995). Goal cognition and its clinical implications: Development and preliminary validation of four motivational assessment instruments. Assessment, 2, 113–129] for the goal of exercise and for a self-selected interfering goal. The GSAB gauges how individuals evaluate multiple functional components of self-regulation.ResultsA doubly multivariate MANOVA revealed a significant interaction between exercise regularity and goal type. Irregular exercisers manifested a pattern of goal regulatory thinking favoring their interfering goal relative to their exercise goal with respect to its value and the extent of their monitoring, planning, social comparison, and self-rewarding their progress toward that goal. Regular exercisers tended not to make such regulatory distinctions.ConclusionsAlthough life pursuits identified as interfering with exercise (e.g. academic goals) generally require more of a psychological investment than engaging in exercise, regular exercisers tend to construe their physical activity goals in a manner that closely matches their ratings of competing life aspirations. A dual focus on exercise goals and their aspirational rivals may inform motivational theory and intervention.     

Global and appearance-contingent self-esteem: Associations with health and attractiveness exercise reasons

Whilst some individuals exercise for health-related reasons, others appear to exercise to bolster physical attractiveness. For the latter, this is often attributed to dissatisfaction with appearance. Few studies, however, have explored if differences in self-esteem may relate to diverse exercise reasons. The present study investigated whether global self-esteem, appearance-contingent self-worth, and appearance satisfaction may be differentially associated with health and attractiveness exercise reasons. It was further sought to explore whether these relations coincided with different motivational regulations. Adults from the east midlands of the United Kingdom (N = 209; 75% female, 25% male; mean age = 29.77 years) completed measures relating to their global and appearance-contingent self-esteem, appearance satisfaction, exercise intentions, and motivations. Structural equation modelling revealed that global self-esteem was positively associated with appearance satisfaction and health reasons for exercise, whereas appearance-contingent self-esteem related to lower appearance satisfaction and attractiveness reasons. Appearance satisfaction had no association with either exercise reason but was associated with intrinsic motivation and lower controlled exercise motivations. Health exercise reasons were positively associated with intrinsic, identified, and introjected motivation, whereas attractiveness reasons were exclusively related to external motivation. The findings highlight the conceptual importance of differentiating the level and contingency of exercisers’ self-esteem. The findings may also have substantive value for exercise practitioners in understanding different reasons for exercise.     

Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work,need-supportive teaching,and burnout

ObjectivesAccording to self-determination theory, teachers can engage in their job for a variety of reasons. Motivation can be controlled (feeling externally or internally pressured) or autonomous in nature (enjoying teaching or valuing its importance). The aim of this study was to identify motivational profiles (i.e., within-teacher combinations of autonomous and controlled motivation) and to examine associations between these motivational profiles and the following variables: experiences of need satisfaction, dimensions of teaching style, and burnout.DesignThis study has a cross-sectional design based on teacher reports.MethodsA total of 201 PE teachers signed in for an online questionnaire on motivation to teach, need satisfaction at work, need-supportive teaching and burnout.ResultsFour hypothesized motivational profiles were retained: a poor quality, a low quantity, a high quantity, and a good quality group. The good quality group displayed the most optimal pattern of antecedents and outcomes, closely followed by the high quantity group. The poor quality group displayed the most maladaptive pattern of associations with antecedents and outcomes, even in comparison to the low quantity group.ConclusionsEndorsing a specific motivational profile has implications for teachers' need satisfaction and burnout, but also for students, because the quality of teachers' motivation also shows in provided need support toward the students. This finding might convince school policy members and other stakeholders to value the importance of nurturing teachers' autonomous motivation.     

Perceptions of the behavioral influence of goals: A mediational relationship to exercise

Abstract

In the present study, it is argued that a more fundamental approach is necessary for the study of exercise goals and exercise behavior if we are to understand their relationship. The specific purposes of the investigation were to a) examine the relationships between perceptions of the behavioral influence of goals, moderators of goal influence (i.e., goal clarity) and perceptions of required exercise behavior (frequency and intensity), (b) examine changes that occurred over time to measures of goal-related variables and (c) describe various personal exercise goals and related action plans to achieve goals. Ninety-nine healthy adults in intermediate level university fitness classes were volunteers in this prospective study. The present study revealed that exercisers have multiple goals and action plans and are also knowledgeable about the specific behavioral strategies and exercise behaviors required to attain these goals. Also, the clarity, commitment, and perceived behavioral influence of goals increased as adherers gained experience with the exercise program. Finally, perceptions of the way goals influence behavior was found to mediate the goal clarity-exercise intensity and the goal commitment-exercise intensity relationships at the beginning of the exercise program but not at mid-program. Instead, independent relationships emerged at midprogram between goal clarity and goal influence, goal commitment and goal influence, goal clarity and exercise intensity, goal commitment and exercise intensity, and goal influence and exercise intensity. Results an discussed in terms of the complex and changing nature of the perceptions people hold of their goals and how these goals influence their exercise.     

A qualitative investigation exploring the motivational climate in early career sports participants: Coach,parent and peer influences on sport motivation

ObjectivesThe objectives of this research were a) to explore the applicability of ‘motivational climate’ research to early career athletes under the age of twelve, b) to re-examine the concept of ‘motivational climate’ in the light of recent scientific developments, and c) to concurrently study the influences of coaches, parents and peers on athletic motivation.Design and MethodUsing a qualitative design, 40 participants (7–11 years of age) from various sports were interviewed in focus groups, using a semi-structured format to investigate the roles played by coaches, parents, and peers in influencing athlete motivation. An inductive content analysis was conducted to determine which behaviours among these social agents influenced key motivational outcomes.FindingsThe analysis indicated that young athletes experience a motivational climate which shows consistencies with existing models of motivation; suggesting this population is worthy of further study. The influences of coaches related most strongly to the manner in which they perform their roles of instruction and assessment, whereas parents' influences were most salient in terms of the way they support the child's participation and learning. Both parents and coaches exerted influences through their leadership styles, affective responses and pre-performance behaviours. Peers influenced participants' motivation through competitive behaviours, collaborative behaviours, evaluative communications and through their social relationships.ConclusionsThis study provides an insight into the motivational climate experienced by young athletes and helps to delineate the different roles of social agents in influencing their motivation at this early stage of development.     

A Cognitive-Behavioural Approach to the Secondary Prophylaxis of Work-Related Back Pain

Abstract

A clear call has been made for the prevention of the development of chronic back pain. Indeed, chronic back pain is quite prevalent, causes great suffering, and is extremely costly. Although several attempts have been made in clinical settings to prevent the development of chronic pain, there are few reports on the techniques involved. Consequently, this paper aims to summarize some current initiatives in secondary prevention which are relevant for health care professionals. After reviewing some background principles, a guide to prevention is provided. This is based on a four-stage approach that includes screening, assessment, preventive intervention, and recycling of the program. Although research to date suggests that these methods are promising, there is a real need to conduct further research to determine the effectiveness of such programs as well as to develop the techniques further.     

The predictive capacity of self-reported motivation vs. early observed motivational language in cognitive behavioural therapy for generalized anxiety disorder

ABSTRACT

Client motivation to change is often considered a key factor in psychotherapy. To date, research on this client construct has largely relied on self-report, which is prone to response bias and ceiling effects. Moreover, self-reported motivation has been inconsistently related to treatment outcome. Early observed client in-session language may be a more valid measure of initial motivation and thus a promising predictor of outcome. The predictive ability of motivational factors has been examined in addiction treatment but has been limited in other populations. Addressing this lack, the present study investigated 85 clients undergoing cognitive behavioural therapy (CBT) alone and CBT infused with motivational interviewing (MI-CBT) for severe generalized anxiety disorder. There were two aims: (1) to compare the predictive capacity of motivational language vs. two self-report measures of motivation on worry reduction and (2) to examine the influence of treatment condition on motivational language. Findings indicated that motivational language explained up to 35% of outcome variance, event 1-year post-treatment. Self-reported motivation did not predict treatment outcome. Moreover, MI-CBT was associated with a significant decrease in the most detrimental type of motivational language compared to CBT alone. These findings support the importance of attending to in-session motivational language in CBT and learning to respond to these markers using motivational interviewing.     

On motivational influences,moving beyond valence,and integrating dimensional and discrete views of emotion

ABSTRACT

The field of cognition and emotion has grown considerably over the past 30 years, with an increased emphasis on the relationships between emotional and motivational components and how they contribute to basic perceptual, cognitive, and neural processes. For instance, research has revealed that emotion often influences these processes via emotion’s relationship with motivational dimensions, as when positive emotions low versus high in approach motivational intensity have different influences on attentional and other cognitive processes. Research has also revealed that motivational direction (approach vs. withdrawal) and affective valence (positive vs. negative) are not as closely related as once was theorised; that is, positive affect is not inevitably associated with approach motivation and negative affect is not inevitably associated with withdrawal motivation. These and other lines of research with anger have suggested that the field needs to move beyond a focus on affective valence and it needs to consider an integration of dimensional and discrete models of emotion. The article also includes some suggestions for improving methods of measuring and inducing emotions and some recommendations for future researchers.     

Task-related and person-related variables influence the effect of low back pain on anticipatory postural adjustments

BackgroundPeople with low back pain exhibit altered postural coordination that has been suggested as a target for treatment, but heterogeneous presentation has rendered it difficult to identify appropriate candidates and protocols for such treatments. This study evaluated the associations of task-related and person-related factors with the effect of low back pain on anticipatory postural adjustments.MethodsThirteen subjects with and 13 without low back pain performed seated, rapid arm flexion in self-initiated and cued conditions. Mixed-model ANOVA were used to evaluate group and condition effects on APA onset latencies of trunk muscles, arm-raise velocity, and pre-movement cortical potentials. These measures were evaluated for correlation with pain ratings, Fear Avoidance Beliefs Questionnaire scores, and Modified Oswestry Questionnaire scores.FindingsDelayed postural adjustments of subjects with low back pain were greater in the cued condition than in the self-initiated condition. The group with low back pain exhibited larger-amplitude cortical potentials than the group without pain, but also significantly slower arm-raise velocities. With arm-raise velocity as a covariate, the effect of low back pain remained significant for the latencies of postural adjustments but not for cortical potentials. Latencies of the postural adjustments significantly correlated with Oswestry and Fear Avoidance Beliefs scores.InterpretationDelayed postural adjustments with low back pain appear to be influenced by cueing of movement, pain-related disability and fear of activity. These results highlight the importance of subject characteristics, task condition, and task performance when comparing across studies or when developing treatment of people with low back pain.     

The role of additional information in the compliance,satisfaction, psychological,and emotion responses of non-surgical patients with low back pain: An exploratory investigation

Abstract

Noncompliance and the psychological and emotional states of patients with low back pain are major concerns for health professionals. The current study evaluated whether amount of information available to patients enhanced compliance to a medical regimen and whether it reduced negative emotions in patients with low back pain. Forty-five orthopaedic non-surgical patients with low back pain were randomly assigned to one of three information presentation conditions: 1) Standard, 2) Pre-examination, and 3) Post-examination. Patients were also separated by compensation and noncompensation within each information group. Patients completed questionnaires at their initial visit and at their follow-up which evaluated their: levels of compliance to a prescribed treatment program, psychological, and emotional states. Results indicated that some patients benefitted from receiving additional information as the Pre-examination and Post-examination groups demonstrated superior comprehension and recall as well as higher levels of compliance to a physical therapy program. In addition, compensation patients complained of more negative psychological and emotional behaviors in comparison to noncompensation patients. Implications of the research and future research considerations were discussed.     

Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation

ObjectivesGrounded in Self-Determination Theory (SDT), this study examined the mediating role of students' experiences of need satisfaction and need frustration in associations between perceived teaching style and students' motivation and oppositional defiance in the context of physical education. Specifically, we tested an integrated model including both a ‘bright’ path from perceived autonomy-supportive teaching through need satisfaction toward autonomous motivation and a ‘dark’ pathway from perceived controlling teaching through need frustration toward controlled motivation, amotivation, and oppositional defiance.DesignCross-sectional study.MethodsTo investigate the proposed paths structural equation modeling was used in a sample of 499 secondary school students (44% boys, M_age = 15.77 ± 1.16).ResultsWe found that perceived autonomy-supportive and controlling teaching, as well as need satisfaction and need frustration, constitute different constructs relating distinctively to motivational outcomes. Consistent with the notion of a bright and dark path, perceived autonomy support was related primarily to autonomous motivation, with need satisfaction mediating this association, whereas perceived controlling teaching was related primarily to controlled motivation and amotivation, through need frustration. Perceived controlling teaching also displayed a direct and unique relationship with oppositional defiance.ConclusionsTo more accurately capture the detrimental effects of controlling teaching, this teaching dimension along with its consequences in terms of need frustration and motivational outcomes needs to be studied in its own right. It is also discussed that effective teacher training may raise awareness among teachers about the motivational risks associated with controlling practices.